A Drop in the Bucket: Randomized Controlled Trials Testing Reading and Math Interventions

Autor/inn/en	Seethaler, Pamela M.; Fuchs, Lynn S.
Titel	A Drop in the Bucket: Randomized Controlled Trials Testing Reading and Math Interventions
Quelle	In: Learning Disabilities Research and Practice, 20 (2005) 2, S.98-102 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0938-8982
DOI	10.1111/j.1540-5826.2005.00125.x
Schlagwörter	Intervention; Special Education; Program Effectiveness; Disabilities; Educational Research; Student Evaluation; Reading Achievement; Mathematics Achievement; Research Methodology + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Handicap; Behinderung; Bildungsforschung; Pädagogische Forschung; Schulnote; Studentische Bewertung; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Research method; Forschungsmethode
Abstract	The purpose of this study was to determine the proportion of empirical studies published in the last 5 years in a sample of special education peer-reviewed journals that: (1) assessed the effects of reading and math interventions with group designs and; (2) used random assignment to treatment conditions to test those interventions. A hand search of articles from the Journal of Special Education, Exceptional Children, Learning Disabilities Research & Practice, the Journal of Learning Disabilities, and School Psychology Review yielded 806 relevant articles, of which 5.46 percent tested a reading or math intervention using a group design and 4.22 percent used random assignment. These findings indicate that randomized experimental designs, which offer the highest level of evidence of an intervention's efficacy, are underrepresented in the literature, at least in the area of reading and math interventions. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10